Theoretical Foundation and Actuality of the Concept Education through Art

Abstract

This paper is on the relation between art and education through the concept Education through Art, from the perspective of progressive pedagogy. Theoretical foundation is analysed through the theories of John Dewey and Herbert Read who stressed that art should be experienced, not only because of its prefect value, but because of its pedagogical potential (for the purpose of recreating and reconstructing experience). Elliot Eisner contribution is also analysed, who discussing the significance of art, points out at the cognitive aspect of art in education. With his work, pedagogy gets steady alternative model in relation to the contemporary school which is intellectually oriented and in which pedagogical work in school is focused on verbal and mathematical proficiencies. Progressive pedagogy opposes traditional formalism in education, which is organised in advance by the subject syllabi, and teaching to the test. It promotes desirable interdisciplinary organisation of teaching, with the cross curricular activities, transforming the learning environment in this way. In the paper, we discussed implications for the praxis of theoretical concept, which directs the work at school towards the whole development of personality and it affirms realisation of creative activities through play and research integrating art in the process of learning.